Day 4
Day 3
Our Target Students
- Behavioral expectations and daily tasks will be reviewed, carried over from day 3
- Work on presentations including visuals to support presentation
- Practice Presentations
- New group roles
- Demonstrator & Question Master
- Speaker/Explainer
- Writer/Recipe Creator
- Artist
- Continue to collaborate and complete group tasks
- Review of acquired knowledge
- Being preparing for presentation
Day 5
Meet Eli
- Presentations!
- Time for audience to ask questions
- Assessment for teacher
Meet Raymond
- 11 years old
- Polite and caring
- Empathizes with others
- Appreciative
- Kinesthetic learner
- Active
- Sense of humor
- Responds well to drawing as a reward
- Recieves services for Learning Disability
Day 1
- 12 years old
- Generous
- Detail-oriented
- Curious
- Motivated to be knowledgeable
- Eager to please
- Responds well to movement breaks
- Shows compassion towards others
- Recieves services for ADHD
Day 2
- Introduce the topic and project to the students (both in written and verbal form)
- Present questions for understanding
- Split students into assigned groups
- Cooperative Learning
- Explain various roles per group
- Time-Keeper
- Note-Taker
- Task-Manager
- Summarizer
- Pick sport
- Agree on body movement
- Completion of worksheet that corresponds to presented material
- Review roles
- Using their worksheets and informational books and resources, students will identify the types and number of muscles used throughout their body movement
- Diagrams will be provided
- Let's try Day 2!
Teacher Rubric
Assessment
Common Core
Literacy Standards
Rationale
Self-Evaluation
- CCSS.ELA-LITERACY.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
- CCSS.ELA-LITERACY.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specified words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g. wildlife, conservation, and endangered when discussing animal preservation
- CCSS.ELA-LITERACY.SL.4.1.D: Review the key ideas expressed ad explain their own ideas and understanding in light of the discussion.
Exit Slip
Lesson Overview
- Topic: Human Body Systems and Movement
- Time frame: 1 week
- Adjusted to a 4th grade level
- Acts as an introductory lesson into the human body unit
Peer-Evaluation
Social Factors
- Working cooperatively
- Assigning groups
- Kinesthetic Learning
TRY IT!
SIMULATION
- Assigned groups
- provides opportunity to objectively research something that may not have been their first choice
- Assigned roles
- social purpose
- Larger purposes of education
- cooperative learning experience
Wisconsin Department Public Instruction Science Performance Standards
THEME: BADGER FOOTBALL GAMES
Body Movements:
Lecture Bingo
Choose 9 words from the list to add to your bingo chart!
With the team sitting at your table:
- Choose a body movement
- Perform that movement to figure out which muscles are used
- Highlight or color in the muscles you think are activated in that particular movement
- Make a list of muscles used from the diagram
- Be prepared to share out to the class
- One team member will describe what muscles are being used as another team member performs that movement!
- DPI.WI-SCIENCE: Science Connections A.4.1: When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed.
- DPI.WI-SCIENCE: Science Connections A.4.2: When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now.
- DPI.WI-SCIENCE: Science Connections A.4.3: When investigating a science-related problem, decide what data can be collected to determine the most useful explanations.
- DPI.WI-SCIENCE: Science Connections A.4.4: When studying science-related problems, decide which of the science themes are important.
- Jump Around
- Throwing a football
- Cheerleader cartwheels
- Bucky push-ups
- Kegstand
- Marching band member (trombones, drums or conductor)
- Learning disability
- ADHD
- Cooperative Learning
- Human body
- Kinesthetic learning
- Standards
- Assigned groups
- Presentation
- Roles
- Student strengths
COLLABORATIVE LESSON
PLAN
Presented by:
Emily Holt, Maria Galarce Crain, Megan McDonnell, Hannah Goninen, Tianyi Qi and Haley Bernas
C&I 506
Spring 2015